Information and communications technology (ICT) is changing the face of education and this text examines the process by which ICT, and in particular its role in relation to literacy, has become central to national educational policies. The author traces the history of computer use in schools and examines the concept of virtual learning communities using case studies involving learners, parents and educationalists. The role of the Internet is considered along with the differing national policies on its adoption and on developing online context. The book also reveals the development of open and flexible learning as the next stage of ICTs involvement with education.
